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This guest entry was written by Madeleine F. As Schattle points out, the concept of global citizenship is not a new one; it can be traced back to ancient Greece.
But the concept and the term seem to have new currency and are now widely used in higher education. Additionally, national and international organizations and networks have devoted themselves to helping institutions promote global citizenship, although they do not necessarily use that term.
For example, the Association of American Colleges and Universities sponsors a series of programs concerned with civic learning, a broad concept that includes several goals for undergraduate education: It also provides college students with programs on global issues.
Defining Global Citizenship A foray into the literature or a look at the many ways colleges and universities talk about global citizenship reveals how broad a concept it is and how different the emphasis can be depending on who uses the term.
This essay can only outline a few important elements of global citizenship, but a brief overview of the many meanings should help institutions formulate or clarify their own definition of it, identify those elements that are central to their educational vision, and add other dimensions.
The following are among the most salient features of global citizenship this section draws from a variety of sources but primarily relies on Schattle Global citizenship as a choice and a way of thinking. National citizenship is an accident of birth; global citizenship is different.
People come to consider themselves as global citizens through different formative life experiences and have different interpretations of what it means to them.
The practice of global citizenship is, for many, exercised primarily at home, through engagement in global issues or with different cultures in a local setting.
For others, global citizenship means firsthand experience with different countries, peoples, and cultures.
For most, there exists a connection between the global and the local. Global citizenship as self-awareness and awareness of others. As one international educator put it, it is difficult to teach intercultural understanding to students who are unaware they, too, live in a culture that colors their perceptions.
Thus, awareness of the world around each student begins with self-awareness. Self-awareness also enables students to identify with the universalities of the human experience, thus increasing their identification with fellow human beings and their sense of responsibility toward them.
Global citizenship as they practice cultural empathy. Cultural empathy or intercultural competence is commonly articulated as a goal of global education, and there is significant literature on these topics. There are more than 30 instruments or inventories to assess intercultural competence.
Cultural empathy helps people see questions from multiple perspectives and move deftly among cultures—sometimes navigating their own multiple cultural identities, sometimes moving out to experience unfamiliar cultures.
Global citizenship as the cultivation of principled decisionmaking. Global citizenship entails an awareness of the interdependence of individuals and systems and a sense of responsibility that follows from it. There are many different types of communities, from the local to the global, from religious to political groups.
Global citizens feel a connection to their communities however they define them and translate that sense of connection into participation. Participation can take the form of making responsible personal choices such as limiting fossil fuel consumptionvoting, volunteering, advocacy, and political activism.
The issues may include the environment, poverty, trade, health, and human rights.
Participation is the action dimension of global citizenship.Global Citizenship Education and Its Implications for Curriculum global citizenship is A way of understanding - how the world works, links between our own lives and those of people throughout the world.
A way of seeing-social justice and equity, other people’s reality, diversity, inter connectedness, and the way that the effect of a. Global citizenship education is a means to promote a form of democratic educational philosophy based on political socialization through community service and one that also recognizes the moral imperatives that we live in an interconnected global world that is increasing integrated.
GSS: Global Citizenship and Multicultural Understanding: Social Sciences (3 Hours) Associate of Science Degree Curriculum – 60 Hours Basic Requirements (including 15 hours of Carolina Core stated above) ( Hours) All course selections are from the approved Carolina Core Learning Outcomes list unless otherwise specified.
Mar 11, · Global competitiveness is primarily associated with mastery of math, science, technology, and occasionally language competence, whereas “global competence” (a broad term, to be sure), puts greater emphasis on intercultural understanding and knowledge of global systems and issues, culture, and language.
Defining Global Citizenship. A foray into the literature or a look at the many ways colleges and universities talk about global citizenship reveals how broad a concept it is and how different the emphasis can be depending on who uses the term.
Fink, Neyer, and Kölling propose that researchers involved in cross-cultural studies should develop an understanding of the interrelations between cultural dimensions, cultural standards, and personality traits.
This increased awareness helps an individual to manage their own cross-cultural behavior as well as that of others.